"To be able to see students, to get to know them, to get to see how they grow and change during these four years, and then to see them have success as they launch into the world, and then to see that they reach back so quickly to give back and to see the way that our community supports our students as they are navigating, exploring their values and their purpose and what they're feeling called to do. All of that is just really rewarding."
"We had a new leader of our organization who brought in a new structure, and my role was a part of this structure of this new organization that had never been aligned in this way. So, in the new role, there was an expansion of my duties. The team grew. It's the first time in my career that I have been a manager of managers as opposed to managing a small team."
A higher education leader moved into an expanded role overseeing managers after an organizational restructure, creating larger scope and new expectations. The role increase brought uncertainty about strategy and questions about how quickly to move work forward. Essential approaches include clarifying priorities, separating short-term deliverables from longer-term goals, sequencing decisions, and defining what must be resolved now versus later. Leaders should protect recurring time for strategic thinking, delegate authority to direct reports, create regular communication rhythms, and coach managers to lead their teams. Balancing momentum with patience prevents outpacing what's known while maintaining progress toward long-term objectives.
Read at Harvard Business Review
Unable to calculate read time
Collection
[
|
...
]